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This paper explores intergenerational perceptions of kindness in the context of Black Lives Matter (BLM) movement and the COVID-19 global pandemic. The purpose of this exploratory study is to investigate perceptions of kindness in the context of traumatic events and its potential value in authentic allyship in organizational environments.

Authors interviewed 65 individuals (31 self-identifying as non-racialized and 34 self-identifying as Black, Indigenous and People of Colour aka BIPOC). Participants included Generation Z (Gen Z; born between 1997–2012/5) and Generation Y (Gen Y; also referred to as Millennials, born between 1981 and 1994/6) across North American, Europe and Africa. Millennials currently represent the largest generation in the workplace and are taking on leadership roles, whereas Gen Z are emerging entrants into the workplace and new organizational actors.

The paper offers insights into how to talk about BLM in organizations, how to engage in authentic vs performative allyship and how to support BIPOC in the workplace. The study also reveals the durability of systemic racism in generations that may be otherwise considered more enlightened and progressive.

The authors expand on kindness literature and contribute theoretically and methodologically to critical race theory and intertextual analysis in race scholarship.

The study contributes to the understanding of how pro-social behaviours like kindness (with intention) can contribute to a more inclusive discourse on racism and authentic allyship.

Authors reveal the potential for kindness as a pro-social behaviour in organizational environments to inform authentic allyship praxis.

Black Canadians have a historically tenuous relationship with the police. Negative perceptions of the police held by Black people have traditionally resulted from high levels of police contact and perceived negative treatment during these encounters. Well-publicized instances of police violence involving Black civilians have also fostered hostility and mistrust of the police, often resulting in social unrest. Recently, in the wake of George Floyd's death at the hands of American police, people across Canada rallied in support of the Black Lives Matter social movement and calls to defund the police entered mainstream political consciousness. At the same time, police leaders have vehemently argued that racial bias within Canadian policing has been greatly reduced as the result of various reform efforts.

This paper explores the police racism debate in Canada through an analysis of three waves of survey data collected between 1994 and 2019.

Despite well-publicized reform efforts, the authors' findings demonstrate that little has changed over the past 25 years. Black people still report much higher rates of police stop and search activity than people from other racial backgrounds. Furthermore, racial disparities in negative police contact remain strongly significant after controlling for other theoretically relevant factors, including self-reported deviance and community crime levels. Finally, reflecting their negative experiences, most Black people still perceive Canadian law enforcement as racially biased. Nonetheless, the data do reveal one significant change: the proportion of white people who perceive police discrimination against Black people has increased dramatically over this same time period. The paper concludes by discussing the prospects of meaningful reform in light of the current findings.

This paper contributes to the literature on race and policing through an examination of 25 years of survey data across three waves of collection.

The Open for Antiracism program supports faculty to change their teaching practices to be antiracist through the affordances of open educational resources (OER) and open pedagogy. This study aims to raise questions about how professional development impacts student outcomes, and how faculty perceive the utility of OER and open pedagogy to support antiracist teaching and learning.

An evaluation plan examined how faculty participants perceived the effectiveness of OER and open pedagogy to make their classes antiracist. Students compared their experiences in treated classes with those in other classes. Participating faculty completed pre- and post-surveys and a subset sat for interviews.

Faculty participants felt prepared to implement antiracist practices using OER and open pedagogy. Eighty-seven percent reported they were highly likely to recommend the program and 80% plan to continue using open pedagogy. Eighty percent of students reported they were more active or engaged than in other classes and that they examined biases of the discipline.

This study raises the question of how antiracist teaching approaches impact student outcomes over a longer term. Further, how can changes to teaching strategies impact institutions? Do teams of instructors offer support in ways that lead to a greater voice within an institution?

This qualitative study aims to provide insights and reflections of how the pandemic affected the identity and a sense of self of students, who completed undergraduate leadership learning academic program.

Interviews.

Findings of this study showed three major themes throughout the interviews. During the COVID-19 pandemic, participants identified experiences with self-reflection, building community and navigating issues of social justice.

These findings highlight how leadership learning enabled certain participants to navigate and seek to resolve these problems and how their leadership learning aided their own self-discovery.

In this paper, the authors explore racialisation through human-centric counter-accounts (counter-stories) to bring together critical race theory (CRT) and counter-accounting.

The authors utilise CRT to demonstrate the emancipatory role of counter-stories in (re)telling racialized narratives, specifically the narrative of asylum seekers who arrive by sea and are subjected to the inhumane and oppressive nature of the Australian government's policy of offshore immigration detention.

Counter-stories, as tools of accountability, can make visible oppressive forces and the hidden practices of racialized social practices and norms.

This paper emphasises that we are not in a post-racial world, and racialisation remains a fundamental challenge. We must continue to refute race as an ontological truth and strive to provide a platform for counter-stories that can spark or drive social change. This requires allies, including academics, to give that platform, support their plight, and offer avenues for change.

The authors introduce CRT as a theoretical tool for examining racialisation, opening space for a more critical confluence of accounting and race with potentially wide-reaching implications for our discipline. The paper also contributes to the limited accounting literature concerning asylum seekers, particularly in the use of counter-stories that offer a way of refuting, or challenging, the majoritarian/dominant narratives around asylum-seeking.

The author extends the work on diversity policy in UK higher education by centring the voices of Black and minority ethnic scholars and de-centring white comfort with the aim of a call to stop the pain that sanitised university diversity policies cause Black and minority ethnic scholars.

Using in-depth qualitative and auto-ethographic research methods, this paper engages with both respondents' narratives as well as the author's experience of carrying out the research within the walls of predominately white universities.

In order for universities to move beyond hollow and sanitised diversity, they must centre the voices of Black and minority ethnic scholars. Respondents spoke of their experiences of pain, and feelings of “taking up” space in predominately white universities. The author also discusses respondents' feelings towards diversity and inclusion policies such as the Race Equality Charter Mark.

The research is built on previous work on diversity by decentring white comfort.